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_________________________Quarterly ELA Curriculum

& Assessment Planners

Grade 7Plugging Common Core State Standards into

PARCC Blueprints to Design Effective InstructionDesigned by

Dr. Dea Conrad-Curry, Ed.D.

_HYPERLINK "http://www.partnerinedu.com/" \h_www.partnerinedu.com_© 2013 Partner in Education________

How to use this document_This organizer is intended to be used as a planning guide for instruction and formative assessment. If students are to meet the changing demands of new generation assessments, they must become accustomed to reading cold text, responding to two-part selected response questions, and writing cohesive textual analysis. Each grade set curriculum and assessment planner is directly aligned to _HYPERLINK "http://www.parcconline.org/sites/parcc/files/PARCCMCFELALiteracyAugust2012_FINAL.pdf" \h_PARCC Model Content Frameworks _, _HYPERLINK "http://www.parcconline.org/sites/parcc/files/Combined%20MY%20Task%20Generation%20Models%20including%20narrative_1.pdf" \h_PARCC ELA Task Generation Model _and _HYPERLINK "http://www.parcconline.org/sites/parcc/files/CombinedPBAandEOYFormSpecifications.pdf" \h_PARCC Assessment Form Specifications _. Grade level Common Core State Standards for Reading, Writing,Language and Speaking & Listening are found in the latter pages of the document.Top Portion: Instruction and PracticeThe title of each page identifies the grade and quarter for which the planning guide is intended. The top section titled “Close Reading for Instruction and Practice” shaded in green is aligned to PARCC’s Model Content Frameworks and reflects the MCF by indicating the number and types or genre of texts to be read. The form PDF provides ease in entering text titles and writing practices selected by the educator in the middle and far right columns.Lower Portion: Formative Assessment TasksThe lower section of the document titled “Quarterly Assessment Tasks” integrates PARCC Assessment Blueprints into curricular planning. The three types of writing tasks students will complete on the PARCC assessment are represented on the planner: an analytic task (yellow), a research task (tan), and a

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narrative task (orange).Corresponding cells provide space for documenting educator’s decisions for specific paired passage titles as indicated by the PARCC Blueprint. The suggested number of writing tasks studentsshould perform each quarter in order to be prepared for future assessment is aligned to the Model Content Frameworks.

Each writing task type provides the pool of writing prompt topics (left column) and specific standards measured (right column) in accordance with PARCC’s Task Generation Model. The “Standards Measured” column indicates whether reading is evaluated through the prose constructed response (PC) or a two-part selected response (SR). Each text should have a two-part vocabulary item measuring one of the standards listed. The center column provides space to enter selected text titles. Educators are advised to select texts from which to develop formative tasks meeting the expectations of the specific standards.

_These formative tasks should reflect the PARCC assessments in both text length and testing style: students read two or more separate texts, answer two 2-part selected response questions and one 2-part vocabulary question following the reading of each text, and finally, students write a constructed response (essay) to the performance task. For further questions or clarifications, feel free to contact me: _HYPERLINK "mailto:dea@partnerinedu.com" \h_dea@partnerinedu.com._*Note that beginning at the 6th grade, planners grow to a two -pages quarterly document as the responsibilities for teaching to and assessing the research simulation task and the narrative tasks must be shared across disciplines. The narrative task space (orange) is found on the second page not shown in this image.

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___Quarterly Planning Guide: Grade 7 First Quarter__Close Reading for Instruction and Practice__Essential Question: What will tie these texts together for reading, writing, and research purposes?__Genre_Text Title_Routine Writing__Extended Text (Literature)_The Cay_Reading Responses__Shorter Texts__Responses to questions and citing evidence__Literature (2-3)_Thank You M'am_Grammar Mini-Lessons___Dirk the Protector_Explain the function of phrases and clauses in general and their function in specific sentences.

Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.

Informational (1-2)Langston Hughes Biography

Place phrases and clauses within a sentence,

recognizing and correcting misplaced and

dangling modifiers.____Use commas to

separate coordinate

adjectives__Quarterly Assessment Tasks

Writing to Text Measures W.7.4, W.7.5, W.7.6, W.7.7, W.7.8, W.7.9, W.7.10, L.7.1, L.7.2, L.7.3, L.7.6__Analytic Writing: Argument

Complete each task each quarter_Text Title_Standards Measured___Standard Friendly Titles -

Bold (Titles For Instruction) - Italics (Titles For Assessment)_Reading_Vocab__Contribution of one section to theme, setting, or plot_The Cay - Response to Cay questionsPC: RL.7.1, RL.7.6SR: RL.7.2, RL.7.3, RL.7.5

One item per text selection RL.7.4, L.7.4,L.7.5, L.7.6

Central idea/lesson of literatureThe Cay - Letter to parents from PhillipPC: RL.7.1, RL.7.2SR: RL.7.2, RL.7.3, RL.7.5________Interaction of story elements_The Cay - Reading response to the Cay_PC: RL.7.1, RL.7.3SR: RL.7.2, RL.7.3, RL.7.5________Comparison of techniques in print text and multimedia__PC: RL.7.1, RL.7.7

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SR: RL.7.2, RL.7.3, RL.7.7________Influence of narrator’s or speaker’s point of view__PC: RL.7.1, RL.7.6SR: RL.7.2, RL.7.3, RL.7.7________Research Simulation Task: Alternate simulation task among disciplines each quarter__Prompt Types_Standard Friendly Titles_Reading_Vocab__

Focus on point of view and purpose (ELA)_The Cay_PC: RI.7.1, RI.7.6, RI.7.9SR: RI.7.2, RI.7.3, RI.7.5_

One item per text selection RL.7.4, L.7.4,

L.7.5, L.7.6____________Focus on point of view and purpose (History/Arts)_Native Americans?_PC: RH.7.1, RH.7.6, RH.7.9

SR: RH.7.2, RH.7.3, RH.7.5_____________Focus on point of view and purpose (Science/Technical)__PC: RST.7.1, RST.7.6, RST.7.9

SR: RST.7.2, RST.7.3, RST.7.5_____________

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Relationship of ideas (ELA)__PC: RI.7.1, RI.7.3, RI.7.9SR: RI.7.2, RI.7.3, RI.7.5, RI.7.6, RI.7.9_

One item per text selection RL.7.4, L.7.4, L.7.5, L.7.6____________Relationship of ideas ( History/Arts)__PC: RH.7.1, RH.7.3, RH.7.9

SR: RH.7.2, RH.7.3, RH.7.5, RH.7.6, RH.7.9_____________Relationship of ideas (Science/Technical)__PC: RST.7.1, RST.7.3, RST.7.9

SR: RST.7.2, RST.7.3, RST.7.5, RST.7.6, RST.7.9_____________Use of illustrations and other visuals (ELA)__PC: RI.7.1, RI.7.7, RI.7.9SR: RI.7.3, RI.7.5, RI.7.6, RI.7.7, RI.7.8_____________Use of illustrations and other visuals (History/Arts)__PC: RH.7.1, RH.7.7, RH.7.9SR: RH.7.3, RH.7.5, RH.7.6, RH.6.7, RH.7.8_____________Use of illustrations and other visuals (Science/Technical)__PC: RST.7.1, RST.7.7, RST.7.9

SR: RST.7.3, RST.7.5, RST.7.6, RST.6.7, RST.7.8_____________Analysis of argument (ELA)__PC: RI.7.1, RI.7.8, RI.7.9

SR: RI.7.2, RI.7.3. RI.7.5 RI.7.6. RI.7.8_____________Analysis of argument (History/Arts)__PC: RH.7.1, RH.7.8, RH.7.9

SR: RH.7.2, RH.7.3. RH.7.5 RH.7.6. RH.7.8_____________Analysis of argument (Science/Technical)__PC: RST.7.1, RST.7.8, RST.7.9

SR: RST.7.2, RST.7.3. RST.7.5 RST.7.6. RST.7.8_____________Narrative: Complete one task each quarter in each discipline | English alternates narrative type each quarter__Prompt Type_Standard Friendly Titles_Reading_Vocab__Narrative Story (ELA)_Lion and the Sheperd_RL.7.1, RL.7.2, RL.7.3,RL.7.5, RL.7.7,RL.7.9_

NA__Narrative Description (ELA)__RI.7.1, RI.7.2, RI.7.3,RI.7.5,RI.7.7,RI.7.9___Narrative Scientific Description (History/Arts)__RST.7.1, RST.7.2, RST.7.3,RST.7.5, RST.7.7, RST.7.9___Narrative Social Studies/Arts Description (Science/Technical)_Sea Wasp_RH.7.1, RH.7.2, RH.7.3,

RH.7.5, RH.7.7, RH.7.9___

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___ Quarterly Planning Guide: Grade 7 Second Quarter__Close Reading for Instruction and Practice__Essential Question: What will tie these texts together for reading, writing, and research purposes?__Genre_Standard Friendly Titles -

Bold (Titles For Instruction) - Italics (Titles For Assessment)

_Routine Writing__Extended Text (Information)_Schooled_Reader Responses__Shorter

Texts__Weekly Course Workshop Responses__Literature (2-3)_A Retrieved Reformation_Grammar Mini-

Lessons___After 20 Years_Spell correctly___Ransom of Red

Chief_Choose language that expresses ideas precisely and

concisely, recognizing and eliminating wordiness and

redundancy.__Informational (1-2)________Quarterly Assessment Tasks

Writing to Text Measures W.7.4, W.7.5, W.7.6, W.7.7, W.7.8, W.7.9, W.7.10, L.7.1, L.7.2, L.7.3, L.7.6__Analytic Writing: Inform/Explain

Complete each task each quarter_Text Title_Standards Measured___Standard Friendly Titles_Reading_Vocab__Contribution of one section to theme, setting, or plot__PC: RL.7.1, RL.7.6

SR: RL.7.2, RL.7.3, RL.7.5_

One item per text selection RL.7.4,L.7.4,

L.7.5, L.7.6_______Central idea/lesson of literature__PC: RL.7.1, RL.7.2SR: RL.7.2, RL.7.3, RL.7.5________Interaction of story elements__PC: RL.7.1, RL.7.3SR: RL.7.2, RL.7.3, RL.7.5________Comparison of techniques in print text and multimedia__PC: RL.7.1, RL.7.7SR: RL.7.2, RL.7.3, RL.7.7________Influence of narrator’s or speaker’s point of view__PC: RL.7.1, RL.7.6

SR: RL.7.2, RL.7.3, RL.7.7________Research Simulation Task: Alternate simulation task among disciplines each quarter__Prompt Types_Standard Friendly Titles_Reading_Vocab__

Focus on point of view and purpose (ELA)__PC: RI.7.1, RI.7.6, RI.7.9SR: RI.7.2, RI.7.3, RI.7.5_

One item per text selection RL.7.4,L.7.4,

L.7.5, L.7.6____________Focus on point of view and purpose (History/Arts)__PC: RH.7.1, RH.7.6, RH.7.9

SR: RH.7.2, RH.7.3, RH.7.5_____________Focus on point of view and purpose (Science/Technical)__PC: RST.7.1, RST.7.6, RST.7.9

SR: RST.7.2, RST.7.3, RST.7.5_____________

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Relationship of ideas (ELA)__PC: RI.7.1, RI.7.3, RI.7.9SR: RI.7.2, RI.7.3, RI.7.5, RI.7.6, RI.7.9_

One item per text selection RL.7.4, L.7.4,L.7.5, L.7.6____________Relationship of ideas ( History/Arts)__PC: RH.7.1, RH.7.3, RH.7.9

SR: RH.7.2, RH.7.3, RH.7.5, RH.7.6, RH.7.9_____________Relationship of ideas (Science/Technical)_Global Warming_PC: RST.7.1, RST.7.3, RST.7.9SR: RST.7.2, RST.7.3,

RST.7.5, RST.7.6, RST.7.9_____________Use of illustrations and other visuals (ELA)_Writing from Pictures_PC: RI.7.1, RI.7.7, RI.7.9SR: RI.7.3, RI.7.5, RI.7.6, RI.7.7, RI.7.8_____________Use of illustrations and other visuals (History/Arts)__PC: RH.7.1, RH.7.7, RH.7.9SR: RH.7.3, RH.7.5, RH.7.6, RH.6.7, RH.7.8_____________Use of illustrations and other visuals (Science/Technical)__PC: RST.7.1, RST.7.7, RST.7.9SR: RST.7.3, RST.7.5,

RST.7.6, RST.6.7, RST.7.8_____________Analysis of argument (ELA)__PC: RI.7.1, RI.7.8, RI.7.9

SR: RI.7.2, RI.7.3. RI.7.5 RI.7.6. RI.7.8_____________Analysis of argument (History/Arts)_Revolutionary War Biography - Traits_PC: RH.7.1, RH.7.8, RH.7.9

SR: RH.7.2, RH.7.3. RH.7.5 RH.7.6. RH.7.8_____________Analysis of argument (Science/Technical)__PC: RST.7.1, RST.7.8, RST.7.9

SR: RST.7.2, RST.7.3. RST.7.5 RST.7.6. RST.7.8_____________Narrative: Complete one task each quarter in each discipline | English alternates narrative type each quarter__Prompt Type_Standard Friendly Titles_Reading_Vocab__Narrative Story (ELA)_Writing from Pictures_RL.7.1, RL.7.2, RL.7.3,RL.7.5, RL.7.7,RL.7.9_

NA__Narrative Description (ELA)_Writing from Pictures_RI.7.1, RI.7.2, RI.7.3,RI.7.5,RI.7.7,RI.7.9___Narrative Scientific Description (History/Arts)__RST.7.1, RST.7.2, RST.7.3,RST.7.5, RST.7.7, RST.7.9___Narrative Social Studies/Arts Description (Science/Technical)__RH.7.1, RH.7.2, RH.7.3,

RH.7.5, RH.7.7, RH.7.9___

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___ Quarterly Planning Guide: Grade 7 Third Quarter__Close Reading for Instruction and Practice__Essential Question: What will tie these texts together for reading, writing, and research purposes?__Genre_Standard Friendly Titles -

Bold (Titles For Instruction) - Italics (Titles For Assessment)_Routine Writing__Extended Text (Literature)_My Brother Sam is Dead___Shorter Texts____Literature (2-3)__Grammar Mini-Lessons___The Midnight Ride of Paul Revere_Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.

____ Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.__Informational (1-2)__Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g.,belligerent, bellicose, rebel).____Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

____Verify the preliminary determination

of the meaning of a word or phrase (e.g.,

by checking the inferred meaning in

context or in a

dictionary).__Quarterly Assessment Tasks

Writing to Text Measures W.7.4, W.7.5, W.7.6, W.7.7, W.7.8, W.7.9, W.7.10, L.7.1, L.7.2, L.7.3, L.7.6__Analytic Writing: Inform/Explain

Complete each task each quarter_Text Title_Standards Measured___Standard Friendly Titles -

Bold (Titles For Instruction) - Italics (Titles For Assessment)_Reading_Vocab__Contribution of one section to theme, setting, or plot__PC: RL.7.1, RL.7.6

SR: RL.7.2, RL.7.3, RL.7.5_

One item per text selection RL.7.4,L.7.4,

L.7.5, L.7.6_______Central idea/lesson of literature__PC: RL.7.1, RL.7.2SR: RL.7.2, RL.7.3, RL.7.5________Interaction of story elements__PC: RL.7.1, RL.7.3SR: RL.7.2, RL.7.3, RL.7.5________Comparison of techniques in print text and multimedia__PC: RL.7.1, RL.7.7SR: RL.7.2, RL.7.3, RL.7.7________Influence of narrator’s or speaker’s point of view__PC: RL.7.1, RL.7.6

SR: RL.7.2, RL.7.3, RL.7.7________Research Simulation Task: Alternate simulation task among disciplines each quarter__Prompt Types_Standard Friendly Titles_Reading_Vocab__

Focus on point of view and purpose (ELA)__PC: RI.7.1, RI.7.6, RI.7.9SR: RI.7.2, RI.7.3, RI.7.5_

One item per text selection RL.7.4,L.7.4,

L.7.5, L.7.6____________Focus on point of view and purpose (History/Arts)__PC: RH.7.1, RH.7.6, RH.7.9

SR: RH.7.2, RH.7.3, RH.7.5_____________Focus on point of view and purpose (Science/Technical)__PC:

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RST.7.1, RST.7.6, RST.7.9SR: RST.7.2, RST.7.3, RST.7.5_____________

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Relationship of ideas (ELA)__PC: RI.7.1, RI.7.3, RI.7.9SR: RI.7.2, RI.7.3, RI.7.5, RI.7.6, RI.7.9_

One item per text selection RL.7.4, L.7.4,L.7.5, L.7.6

Relationship of ideas ( History/Arts)

PC: RH.7.1, RH.7.3, RH.7.9SR: RH.7.2, RH.7.3, RH.7.5, RH.7.6, RH.7.9

Relationship of ideas (Science/Technical)

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PC: RST.7.1, RST.7.3, RST.7.9SR: RST.7.2, RST.7.3,

RST.7.5, RST.7.6, RST.7.9_____________Use of illustrations and other visuals (ELA)__PC: RI.7.1, RI.7.7, RI.7.9SR: RI.7.3, RI.7.5, RI.7.6, RI.7.7, RI.7.8_____________Use of illustrations and other visuals (History/Arts)__PC: RH.7.1, RH.7.7, RH.7.9SR: RH.7.3, RH.7.5, RH.7.6, RH.6.7, RH.7.8_____________Use of illustrations and other visuals (Science/Technical)__PC: RST.7.1, RST.7.7, RST.7.9SR: RST.7.3, RST.7.5,

RST.7.6, RST.6.7, RST.7.8_____________Analysis of argument (ELA)__PC: RI.7.1, RI.7.8, RI.7.9

SR: RI.7.2, RI.7.3. RI.7.5 RI.7.6. RI.7.8_____________Analysis of argument (History/Arts)__PC: RH.7.1, RH.7.8, RH.7.9

SR: RH.7.2, RH.7.3. RH.7.5 RH.7.6. RH.7.8_____________Analysis of argument (Science/Technical)__PC: RST.7.1, RST.7.8, RST.7.9

SR: RST.7.2, RST.7.3. RST.7.5 RST.7.6. RST.7.8_____________Narrative: Complete one task each quarter in each discipline | English alternates narrative type each quarter__Prompt Type_Standard Friendly Titles_Reading_Vocab__Narrative Story__RL.7.1, RL.7.2, RL.7.3,RL.7.5, RL.7.7,RL.7.9_

NA__Narrative Description__RI.7.1, RI.7.2, RI.7.3,RI.7.5,RI.7.7,RI.7.9___Narrative Scientific Description_Writing from Pictures_RST.7.1, RST.7.2, RST.7.3,RST.7.5, RST.7.7, RST.7.9___Narrative Social Studies/Arts Description__RH.7.1, RH.7.2, RH.7.3,

RH.7.5, RH.7.7, RH.7.9___

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___Quarterly Planning Guide: Grade 7 Fourth Quarter__Close Reading for Instruction and Practice__Essential Question: What will tie these texts together for reading, writing, and research purposes?__Genre_Text Title_Routine Writing__Extended Text (Informational)____Shorter Texts____Literature (2-3)__Grammar Mini-Lessons____Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.____Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.__Informational (1-2)__Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.

____Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined,

respectful, polite, diplomatic, condescending).____Acquire and use accurately grade-appropriate general academic

and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important

to comprehension or expression.__Quarterly Assessment TasksWriting to Text Measures W.7.4, W.7.5, W.7.6, W.7.7, W.7.8, W.7.9, W.7.10, L.7.1, L.7.2, L.7.3,

L.7.6__Analytic Writing: ArgumentComplete each task each quarter_Text Title_Standards Measured___Standard Friendly Titles -

Bold (Titles For Instruction) - Italics (Titles For Assessment)_Reading_Vocab__Contribution of one section to theme, setting, or plot__PC: RL.7.1, RL.7.6

SR: RL.7.2, RL.7.3, RL.7.5_

One item per text selection RL.7.4,L.7.4,

L.7.5, L.7.6_______Central idea/lesson of literature__PC: RL.7.1, RL.7.2SR: RL.7.2, RL.7.3, RL.7.5________Interaction of story elements__PC: RL.7.1, RL.7.3SR: RL.7.2, RL.7.3, RL.7.5________Comparison of techniques in print text and multimedia__PC: RL.7.1, RL.7.7SR: RL.7.2, RL.7.3, RL.7.7________Influence of narrator’s or speaker’s point of view__PC: RL.7.1, RL.7.6

SR: RL.7.2, RL.7.3, RL.7.7________Research Simulation Task: Alternate simulation task among disciplines each quarter___Prompt Types_Standard Friendly Titles_Reading_Vocab__

Focus on point of view and purpose (ELA)__PC: RI.7.1, RI.7.6, RI.7.9SR: RI.7.2, RI.7.3, RI.7.5_

One item per text selection RL.7.4,L.7.4,

L.7.5, L.7.6____________Focus on point of view and purpose (History/Arts)__PC: RH.7.1, RH.7.6, RH.7.9

SR: RH.7.2, RH.7.3, RH.7.5_____________Focus on point of view and purpose (Science/Technical)__PC: RST.7.1, RST.7.6, RST.7.9

SR: RST.7.2, RST.7.3, RST.7.5_____________

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Relationship of ideas (ELA)__PC: RI.7.1, RI.7.3, RI.7.9SR: RI.7.2, RI.7.3, RI.7.5, RI.7.6, RI.7.9_

One item per text selection RL.7.4, L.7.4,L.7.5, L.7.6____________Relationship of ideas ( History/Arts)_"How a Bill Becomes a Law"_PC: RH.7.1, RH.7.3, RH.7.9

SR: RH.7.2, RH.7.3, RH.7.5, RH.7.6, RH.7.9_____________Relationship of ideas (Science/Technical)__PC: RST.7.1, RST.7.3, RST.7.9SR: RST.7.2, RST.7.3,

RST.7.5, RST.7.6, RST.7.9_____________Use of illustrations and other visuals (ELA)__PC: RI.7.1, RI.7.7, RI.7.9SR: RI.7.3, RI.7.5, RI.7.6, RI.7.7, RI.7.8_____________Use of illustrations and other visuals (History/Arts)__PC: RH.7.1, RH.7.7, RH.7.9SR: RH.7.3, RH.7.5, RH.7.6, RH.6.7, RH.7.8_____________Use of illustrations and other visuals (Science/Technical)__PC: RST.7.1, RST.7.7, RST.7.9SR: RST.7.3, RST.7.5,

RST.7.6, RST.6.7, RST.7.8_____________Analysis of argument (ELA)__PC: RI.7.1, RI.7.8, RI.7.9

SR: RI.7.2, RI.7.3. RI.7.5 RI.7.6. RI.7.8_____________Analysis of argument (History/Arts)__PC: RH.7.1, RH.7.8, RH.7.9

SR: RH.7.2, RH.7.3. RH.7.5 RH.7.6. RH.7.8_____________Analysis of argument (Science/Technical)__PC: RST.7.1, RST.7.8, RST.7.9

SR: RST.7.2, RST.7.3. RST.7.5 RST.7.6. RST.7.8_____________Narrative: Complete one task each quarter in each discipline | English alternates narrative type each quarter__Prompt Type_Standard Friendly Titles_Reading_Vocab__Narrative Story__RL.7.1, RL.7.2, RL.7.3,RL.7.5, RL.7.7,RL.7.9_

NA__Narrative Description__RI.7.1, RI.7.2, RI.7.3,RI.7.5,RI.7.7,RI.7.9___Narrative Scientific Description__RST.7.1, RST.7.2, RST.7.3,RST.7.5, RST.7.7, RST.7.9___Narrative Social Studies/Arts Description__RH.7.1, RH.7.2, RH.7.3,

RH.7.5, RH.7.7, RH.7.9___

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Common Core Reading Standards for Literature: Grade 7*__Key Ideas & Details__1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.__2. Determine a theme or central idea of a text; analyze its development over course of the text; provide objective summary of the text.__3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).__Craft & Structure__4. Determine the meaning of words & phrases as used in a text, including figurative 2and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.__5. Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning..

6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.

Integration of Knowledge & Ideas

7. Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or

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multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).__8. (Not applicable to literature)__9. Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history..__Common Core Reading Standards for Informational Text: Grade 7*__Key Ideas & Details__1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.__2. Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.__3. Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).__Craft & Structure__4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone. connotative, and technical meanings.__5. Analyze structure author uses to organize text, including how major sections contribute to the whole & to development of the ideas.__6. Determine author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.__Integration of Knowledge & Ideas__7. Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).__8. Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.__9. Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.____

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_1. Common Core Writing Standards: Grade 7*__Types & Purposes__Write

arguments to support claims with clear reasons and relevant evidence.a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons

and evidence logically.b. Support claim(s) with logical reasoning and relevant evidence, using accurate,

credible sources and demonstrating an understanding of the topic or text.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among

claim(s), reasons, and evidence.d. Establish and maintain a formal style.

2. Provide a concluding statement or section that follows from and supports the argument presented__Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts,

and information, using strategies such as definition, classification, comparison/contrast, and cause/ effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.

d. Use precise language and domain-specific vocabulary to inform about or explain the topic.

e. Establish and maintain a formal style.3. Provide a concluding statement or section that follows from and supports the information or

explanation presented.__Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well- structured event sequences.a. Engage and orient the reader by establishing a context and point of view and

introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

e. Provide a conclusion that follows from and reflects on the narrated experiences or events, and clauses to manage the sequence of events.

d. Use concrete words and phrases and sensory details to convey experiences and events precisely.

Provide a conclusion that follows from the narrated experiences or events.__Production & Distribution of Writing__4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3.)__5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 7.)__6. Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others,

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including linking to and citing sources.__

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_Common Core Writing Standards: Grade 7 continued__Research to

Build & Present Knowledge__7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.

9. 8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.__Draw evidence from literary or informational texts to support analysis, reflection, and research.a. Apply grade 7 Reading standards to literature (e.g., “Compare and contrast a fictional

portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history”).

1. Apply grade 7 Reading standards to literary nonfiction (e.g. “Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims”).__Range of Writing__10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.__Common Core Language Standards: Grade 7*__Conventions of Standard English__Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.a. Explain the function of phrases and clauses in general and their function in specific

sentences.b. Choose among simple, compound, complex, and compound-complex sentences to signal

differing relationships among ideas.2. Place phrases and clauses within a sentence, recognizing and correcting misplaced and

dangling modifiers.*__Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

3. Use commas to separate coordinate adjectives b. Spell correctly.__Knowledge of Language__Use knowledge of language and its conventions when writing, speaking, reading, or listening.

4. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.*__Vocabulary Acquisition & Use__Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s

position or function in a sentence) as a clue to the meaning of a word or phrase.

b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g.,belligerent, bellicose, rebel).

c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).__

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5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better

understand each of the words.1. Distinguish among the connotations (associations) of words with similar denotations

(definitions) (e.g., refined, respectful, polite, diplomatic, condescending).__6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.__Common Core Speaking and Listening Standards: Grade 7*__Comprehension & Collaboration__Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.a. Come to discussions prepared, having read or researched material under study;

explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

b. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.

c. Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.

Acknowledge new information expressed by others and, when warranted, modify their own views.__2. Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, and orally) and explain how the ideas clarify a topic, text, or issue under study.__3. Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.__Presentation of Knowledge & Ideas__4. Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.__5. Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.__6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade seven language standards 1 and 3 for specific expectations.)__*© Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. Common Core State Standards are reproduced herein pursuant to public license.

Color Coding: The standards have been colored coded to correspond with writing tasks. The reading standards for literature are primarily assessed in the literary task assessment (yellow). The reading standards for information are assessed by the research simulation task (tan). The narrative task may assess reading in either the literary standards or the information standards but not both.Narrative Task: Students should be prepared to write either a narrative in the style of story that corresponds to a literary text or a narrative in the style of description, process, etc. that corresponds to the informational standards. In grades 9-12 students have a 20/80% probability of writing a narrative story or narrative description._Text length: The literary task analysis should be comprised of an extended text and a shorter text. Likewise, the research task analysis should be comprised of an extended text and two shorter texts. For the 6-8 grade band, suggested minimum/maximum passage lengths are 400-1000 words.

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